About the TI-30XS MultiView (Continued)
Certain keys display menus: H, %I, v, %t, % , %h, and %{. Press " or $ to scroll and select a menu item, or press the corresponding number next to the menu item. To return to the previous screen without selecting the item, press -. To exit a menu or application and return to the Home screen, press %Q.
Resetting the TI-30XS MultiView
Pressing & and - simultaneously or pressing % and then selecting 2 (Yes) resets the calculator. Resetting the calculator: Returns settings to their defaults standard notation (floating decimal) and degree (DEG) mode. Clears memory variables, pending operations, entries in history, statistical data, constants, and Ans (Last answer).

Previous entries # $

After an expression is evaluated, use # and $ to scroll through previous entries, which are stored in the TI-30XS MultiView history. You can reuse a previous entry by pressing < to paste it on the bottom line, and then editing and evaluating a new expression.
Note: The examples on the transparency masters assume all default settings.
Automatic Power Down (APD)
If the TI-30XS MultiView remains inactive for about 5 minutes, the APD feature turns it off automatically. Press & to restore power. The display, pending operations, settings, and memory are retained.

Answer toggle n

The toggle key displays the last calculated result into different output formats, where possible. Press n to toggle between fraction and decimal answers, exact square root and decimal, and exact pi and decimal.

Error messages

Refer to Appendix C for a listing of the error messages.

Last answer (Ans)

The most recently calculated result is stored to the variable Ans. Ans is retained in memory, even after the TI-30XS MultiView is turned off. To recall the value of Ans: Press % i (Ans displays on the screen), or Press any operation key (T, U, and so forth) as the first part of an entry. Ans and the operator are both displayed.
Star Voyage Scientific notation Heart Rates 1-variable statistics At the movies Data formulas at the box office Name that rule Algebraic expressions 13 21
Star voyage scientific notation

Overview

Students investigate scientific notation by changing numbers into scientific notation, and then using them in calculations. Math Concepts Materials
scientific notation TI-30XS MultiView addition pencil division student activity

Introduction

Set up the activity by telling your students:
The standard form for scientific notation is a 10 n,where a is greater than or equal to 1 and less than 10, and n is an integer.
1. Have students practice writing the following numbers in scientific notation using pencil and paper. a. 000 b. c. 0.00000000000234 d. 0.0000000157

Follow these steps: 1. View the statistical data. n should equal the total number of students sampled. For this example, n = 22. 2. Press $ to to see the average heart rate. = 62.27272727 3. Press $ until you see x.

x = 1370

How many heartbeats were entered from all of the student in one minute? This is x. How many students were entered? This is n. How can we calculate the average heart rate? This is.

x ----- = 62.27272727 n

Is the average heart rate higher or lower than you expected?
5. Now we will see the effect of some exercise on heart rate. To accommodate various student's needs, pair students with other students who will be able to complete the task. Also consider designing some task that an individual student can safely undertake to raise their heart rate. Tell students:
Note: The numbers show the results for the example described in this activity. Your students results will vary depending on the size of the group and the heart rate readings.
If at any point during this portion of the activity you experience pain, weakness, or shortness of breath, stop immediately.
6. Have the students run in place for 2 minutes and then give them these instructions: a. Time your pulse for 1 minute. b. Record your heart rate as before.
c. Enter the data into the calculator. d. Compare the average heart rate after running with the resting heart rate.
7. Now have the students do jumping jacks for 2 minutes. Instruct them to time their pulse for 1 minute again and record as before. Have them enter the data into the calculator again and calculate the average heart rate after jumping jacks. Compare to the other 2 averages. 8. Instruct students to make a bar graph of the 3 sets of data they collected. Ask students:
How are the bar graphs the same? How are they different? Is the data grouped the same, or is it more spread out in one graph compared to another?
1. Use this table to record your class or group data (resting). Heartbeats per minute (resting) Frequency
2. What is the class (group) average? ________________________________________ 3. Answer the following questions from the data: a. What is the total number of heartbeats for the minute? Write the symbol and the number from the calculator. ________________________________________ b. What is the total number of students heartbeats entered? Write the symbol and the number from the calculator. ___________________________________ c. How would you compute the average heart rate? ________________________ Is your answer the same as in question 2? _______________________________

4. Use this table to record your class or group data (running). Heartbeats per minute (running) Frequency
5. What is the class (group) average? _______________________________________ 6. Answer the following questions from the data: a. What is the total number of heartbeats for the minute? Write the symbol and the number from the calculator. ______________________ b. What is the total number of students heartbeats entered? Write the symbol and the number from the calculator. ___________________________________________________ c. How would you compute the average heart rate? ___________________________________________________ Is your answer the same as in question 5? _____________
7. Use this table to record your class or group data (jumping). Heartbeats per minute (jumping) Frequency
8. What is the class (group) average? _______________________________________ 9. What is the total number of heartbeats for the minute? ____________________ 10. Answer the following questions from the data: a. What is the total number of heartbeats for the minute? Write the symbol and the number from the calculator. ______________________________________ b. What is the total number of students heartbeats entered? Write the symbol and the number from the calculator. __________________________________ c. How would you compute the average heart rate? _______________________ Is your answer the same as in question 8? ______________________________

Resting Running

11. Make a bar graph for each of the 3 sets of data you collected.

Jumping

12. How are the bar graphs the same? How are they different? _________________ _______________________________________________________________________ _______________________________________________________________________ 13. Is the data grouped the same or is it more spread out in one graph compared to another? _______________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
At the movies data formulas at the box office
Students investigate a table of values and observe patterns in the table. Students use v on the TI-30XS MultiView calculator to enter data into a list and test their generalizations. Math Concepts

Students repeat a similar investigation in groups looking at patterns to write algebraic expressions and sentences. They also create a graph of the values in the table. Have students read the problem on the student sheet before breaking up into groups so they understand their task. Students fill in the table using mental math. They write all calculations to help them see the formula. They are encouraged to use mental math as much as they can before using the calculator to find the results for the amount of money.

Number of People (P)

3 4. 10. 100. 1000. P

Calculation

1 x 11.x 11.x 11.x 11.x 11.x 11.x 11.50 P x 11.50

Amount of Money (M)

$11.50 $23.00 $34.50 $46.00
$115.00 $1150.00 $11500.00 M = P x 11.50
Students should write the algebraic equation from the pattern showing in their table: M = P x 11.50 or using implicit multiplication, M = 11.50 P. Students check their formula using the data editor ( v) on the TI-30XS MultiView calculator, as in the warm up example. 1. Have the students check to see how the calculator is set up. 2. Enter the first three values in L1 {1, 2, 3}. 3. Translate your formula to the calculator formula and enter the formula into L2. Your formula: M = ____________________________ The calculator formula: L2 = ___________________ 4. Enter more values into L1 to check the table of values and the formula. This activity validates the formula for several values. 5. Enter 7500 in L1 to find the amount of money in L2. Write the math as M = 11.50 x 7500 = $86,250. 6. Create a report by filling in a table of values and a graph. Write a paragraph describing the work for the presentation. Answers in the paragraph will vary. Make sure that the students explain the table, graph, and algebraic sentence (formula) in the paragraph.
2. Press v 1 $ 2 $ 3 $. 3. Enter the formula in L2. "v"V v 1 <. 4. Press ! $ $ $ 4 < 5 < 6 < 10 < 100 < 1000 <. 5. Press 7500 <.
Make sure the calculator mode is set as shown. 1. Press p.
$5750 $11500 $17250 $23000 $28750

At the movies

A blockbuster movie is opening this weekend. On the news, you hear that tickets will be $11.50 per person. The reporter says that a family of two will spend $23 and a family of three will spend $34.50. They show a graphic with this information in a table format.

Number of People

Amount of Money

$11.50 $23.00 $34.50

The reporter also mentions that the local theater, MultiPlex, has twenty-five screens and can seat 7,500 people. This blockbuster will open on all screens at the theater. The owners predict that all seats will be sold out on the first day! The owners of MultiPlex want to know how much money they can expect to take in at the ticket office. They would like a general formula so they can quickly find out the amount of money for any amount of people that buy tickets. Your job: You have been hired as the accountant for MultiPlex! Congratulations! Your boss wants a formula that will tell her how much money will be taken in at the box office, depending on how many people buy tickets.

algebraic expressions functions
TI-30XS MultiView pencil student activity strips of paper and paper bag
Students will warm up for this activity by evaluating expressions and filling out a table of values. They then play a game, "Name that rule!" The game uses the TI-30XS MultiView calculator to create a table of values. Have students fill out the following tables which appear on the student sheet. Note: Note Consider varying the variable letter in the warm up. The variable on the calculator, however, will always be x.

-2 -1 2

2x + 8 10

2(x + 3)* 10

*The students should notice that the tables for 2x + 6 and 2(x + 3) are the same. Discuss why these are equivalent expressions and verify this by using the Distributive Property of Multiplication over Addition. You can also have students use tiles to display the area model, 2(x + 3) = 2x + 6.
Show the students how to enter the expression in o on the TI-30XS MultiView. They enter the expression as a function. This may be a new concept for your students. If needed, use a function machine
Name that rule! (Continued)
to provide an alternate way of thinking about evaluating an expression for different values of x. Here, an input of x = 1 gives an output of y = 1 + 3 = 4. Discuss that the expression, x + 3, can be thought of as the rule to find y. Later in the game, the students will think backwards to guess the "rule." If needed, discuss how students follow the rules to their favorite board games. They need to follow the rules in order to play. When they evaluate an expression, they follow a rule to change one number to another.
Set up the table on the calculator using the Auto feature in o. Auto automatically sets up a table of values to start at a given value and increment by a value. To have the calculator create the same table of values as above, set start at -2 and increment the x values by the step size of 1. Have students compare their table done by hand against the calculator table.
Follow these steps: 1. Press p and set mode as shown.
2. Enter the expression y=x+3: o z T 3 <. 3. Enter table setup values: M 2 $ $ $ <. 4. Use # and $ to scroll through values of x and y = x + 3.
Play one or two games of Name that rule! with the whole class, using the rules on the next page. For the whole class introduction of the game, the teacher plays the role of the Ruler. This game uses o and the Ask-x feature on the TI-30XS MultiView calculator.

Guess 1 Calculator y y = _______________________ value Check every x value! Is this guess correct? _______
y = _______________________ Check every x value!

Guess 2

Is this guess correct? _______
Guess 3 Calculator y y = _______________________ value Check every x value! Is this guess correct? _______

Guess 4

TI-30XS MultiView basic operations Clearing and correcting Basic math Order of operations and parentheses Numeric notation Fractions Decimals and decimal places Constant Memory and stored variables Data editor and list formulas Statistics Probability Function table Powers, roots, and reciprocals Logarithms and exponential functions Pi Angle settings and conversions Polar and rectangular conversions Trigonometry Hyperbolics 123 131
TI-30XS MultiView basic operations
1. & turns on the calculator. 2. % turns on the 2nd indicator and accesses the function shown above the next key you press. 3. % ' turns off the calculator and clears the display. 4. < completes the operation or executes the command. 5. % i recalls the most recently calculated result and displays it as Ans. 6. n toggles the answer between fraction and decimal, exact square root and decimal, and exact pi and decimal formats.
7. ! and " move the cursor left and right to scroll entries on the Home screen and to navigate in menus. % ! or % " scrolls to the beginning or end of a current entry. # and $ move the cursor up and down through menu items, previous entries on the Home screen, and entries in Data editor and Function table. % # moves the cursor to the top entry of the active column in Data editor, or to the previous entry on the Home screen. Press % # again to move the cursor to the oldest entry on the Home screen. In fractions, press % # to paste a previous entry to the denominator. (See Chapter 6, Fractions, for more information.) % $ moves the cursor to the first blank row of the active column in Data editor, or below the last entry on the Home screen. 8. p lets you set the angle, numeric, decimal, and display modes. Press $# ! " to choose a mode, and < to select it. Press - or %Q to exit the mode menu. displays the Reset menu. 9. % Press 1 (No) to return to the previous screen without resetting the calculator. Press 2 (Yes) to reset the calculator. The message MEMORY CLEARED is displayed. Note: Pressing & and - simultaneously resets the calculator immediately. No menu or message is displayed. Resetting the calculator: Returns settings to their defaults: degree (DEG) angle mode, normal numeric notation (NORM), floating decimal notation (FLOAT) and MathPrint display mode. Clears memory variables, pending operations, entries in history, statistical data, constants, and Ans (Last answer).

The examples on the transparency masters assume all default settings. The TI-30XS MultiView allows implied multiplication. Example: 3 (4+3) = 21 Do not confuse M with U. U allows subtraction. Use parentheses to group the negation sign with the number if needed. Example: M22 = M4, and (M2)2 = 4. Results of percent calculations display according to the decimal notation mode setting.
Add, subtract, multiply, divide, equals
Find: 2 + = 16 x 21 = 1 -- x 10 = x (5 + 6) = Press Display

TUVW <

2 T 54 U 6< 16 V 21 < 1q2"V 10 < 12 V D 5 T 6E<

Negative numbers

The temperature in Utah was M3 C at 6:00 a.m. By 10:00 a.m. the temperature had risen 12 C. What was the temperature at 10:00 a.m.? Press Display

M3T 12 <

The temperature at 10:00 a.m. was 9 C.

Percent

Mike makes $80 per week. He saves 15% of his earnings. How much does Mike save per week? Press Display

15 %_V 80 <

Mike saves $12 per week.
Order of operations and parentheses
1. D opens a parenthetical expression. 2. E closes a parenthetical expression.
The examples on the transparency masters assume all default settings. The transparency master showing the Equation Operating System (EOS) demonstrates the order in which the TI-30XS MultiView calculator completes calculations. Operations inside parentheses are performed first. Use D E to change the order of operations and, therefore, change the result. Example: 1 + 2 x 3 = 7 (1 + 2) x 3 = 9
Equation Operating System (EOS)
1 (first) Expressions inside D E 2 Functions that need a E and precede the expression, such as >, A, and some menu items 3 Fractions 4 Functions entered after the expression, such as F and angle unit modifiers (, , , r, g) 5 Exponentiation (G) and roots (%c) Note: In Classic mode, exponentiation using the G key is evaluated from left to right. The expression 2^3^2 is evaluated as (2^3)^2, with a result of 64. In MathPrint mode, exponentiation using the G key is evaluated from right to left. Pressing 2 G 3 G 2 displays as 2 , with the result of 512. The TI-30XS MultiView scientific calculator evaluates expressions entered with F and a from left to right in both Classic and MathPrint modes. Pressing 3 F F displays as 3. This is calculated as (32)2 = 81.
Equation Operating System (EOS) (Continued)
(last) Negation (M) Permutations (nPr) and combinations (nCr) Multiplication, implied multiplication, and division Addition and subtraction Conversions (%O, %j, %R, and DMS) < completes all operations and closes all open parentheses.

1+2x3= Press Display

Entering data and formulas
On a November day, a weather report on the Internet listed the following temperatures. Paris, France 8C Moscow, Russia 1C Montreal, Canada 4C Convert these temperatures from degrees Celsius to degrees Fahrenheit. Reminder: F= 9 C+32. -5 Press Display
v8$ M 1$4 $" v" 1 9W5Vv 1 T 32
Entering data and formulas (Continued)
Notice L2 is highlighted, since it is the result of a formula. The degrees Fahrenheit are: Paris, France 46.4F Moscow, Russia 30.2F Montreal, Canada 39.2F
If Sydney, Australia is 21C, find the temperature in degrees Fahrenheit.

!$$$ 21 <

The temperature in Sydney, Australia is 69.8F.

Statistics

1. v lets you enter data points (x for 1-Var stats; x and y for 2-Var stats). (See Chapter 10, Data editor and list formulas, for more details on v.) 2. %t displays a menu from which you can select 1-Var, 2-Var or StatVars. 1-Var Analyzes data from 1 set of data with 1 measured variablex. 2-Var Analyzes paired data from 2 sets of data with 2 measured variablesx, the independent variable, and y, the dependent variable. StatVars This option appears only after you have calculated 1-var or 2-var stats. Displays the menu of variables with their current values. StatVars menu: n

v or w

Number of x (or x,y) data points. Mean of all x or y values. Sample standard deviation of x or y. Population standard deviation of x or y.

Sx or Sy

sx or sy
Gx or Gy Sum of all x values or y values. Gx2 or Gy2 Sum of all x2 values or y2 values. Gxy Sum of the product of x and y
a b r x (2-var) for all x-y pairs in the 2 lists. Linear regression slope. Linear regression y-intercept. Correlation coefficient. Uses a and b to calculate predicted x value when you input a y value. Uses a and b to calculate predicted y value when you input an x value. Minimum of x values. Median of the elements between minX and Med (1st quartile). Median of all data points. Median of the elements between Med and maxX (3rd quartile). Maximum of x values.

y (2-var)

minX Q1 (1-var) Med Q3 (1-var)
The examples on the transparency masters assume all default settings. You can change data points by going to the Data editor, navigating to the data element, and changing the value entered. Note: You must then recalculate 1-var or 2-var stats to display the StatVars option.

Entering 1-Var stat data

Five students took a math test. Using their scores, enter the data points85, 85, 97, 53, 77. Press Display
v 85 $ 97 $ 53 $ 77 $ " 2 $1 $1 $1 $

Continued

Viewing the statistics
Find the number of data points (n), the mean (v), the sample standard deviation (Sx), the population standard deviation (sx), the sum of the scores (Gx), the sum of the squares (Gx2), and the five-number summary of the data, minX, Q1, Q2, and maxX. Press Display
%t 1$"" <$ < $$$$$ $$$ $$

Removing data points

Drop the lowest test score by editing the data in L1 in the data editor. Make sure you update the frequency list, L2, if needed. Find the new mean (v). Finally, clear the data from all of the lists. Press Display
v $$ J"J %t 1 $$< vv 4 %Q

Entering 2-Var stat data

The table below shows the number of pairs of athletic shoes sold by a small shoe store. The table shows the total number of pairs of shoes sold for two months and the total number of pairs of Brand A shoes sold during the same months. Enter this data in the data editor. Month April May Press Total No. (x) Brand A (y) Display
v58 $ 47 $ "35 $28 $
Assuming that the rate of shoe sales is a constant, you can use two data points to predict the June sales of Brand A if we know the total June sales. Use a line of best fit to find the June sales of Brand A if the store sells a total of 32 pairs in June. Hint: Find y'(32). Press Display
%t 2$$ < $ (scroll down to y') < 32 E <
18 pairs of Brand A will be sold in June if the total sales are 32 pairs.

Probability

1. H displays the following menu of functions. nPr nCr ! Rand Calculates the number of possible permutations. Calculates the number of possible combinations. Calculates the factorial of a number. Generates a random number between 0 and 1.
The examples on the transparency masters assume all default settings. A combination is an arrangement of objects in which the order is not important, as in a hand of cards. A permutation is an arrangement of objects in which the order is important, as in a race. A factorial is the product of all the positive integers from 1 to n, where n is a positive whole number 69. You can store (L) an integer to Rand just as you would store values to memory variables. If you wish to control the random numbers generated by all calculators in your class, have all students store the same number to Rand; the sequence of random numbers is then the same on all of the calculators. For Randint, use a comma to separate the 2 numbers that you specify.
Randint( Generates a random integer between 2 integers, A and B, where A Randint B.

Combination (nCr)

You have space for 2 books on your bookshelf. You have 4 books to put on the shelf. Use this formula to find how many ways you could place the 4 books in the 2 spaces. 4 nCr 2

StatVars

StatVars displays the following menu of stat variables with their current values. n v or w Sx or Sy Number of x (or x,y) data points. Mean of all x or y values. Sample standard deviation of x or y. Population standard deviation of x or y. Sum of all x values or y values. Sum of all x2 values or y2 values. Sum of the product of x and y for all xy pairs in 2 lists. Linear regression slope. Linear regression y-intercept. Correlation coefficient. Uses a and b to calculate predicted x value when you input a y value. Uses a and b to calculate predicted y value when you input an x value. Minimum of x values. Median of the elements between minX and Med (1st quartile). Median of all data points. Median of the elements between Med and maxX (3rd quartile). Maximum of x values.
sx or sy Gx or Gy Gx2 or Gy2 Gxy
a b r x (2-Var) y (2-Var) minX Q1 (1-Var) Med Q3 (1-Var) maxX
Displays the RESET menu. RESET 1: No 2: Yes Press 1 (No) to return to the previous screen without resetting the calculator. Press 2 (Yes) to reset the calculator. The message MEMORY CLEARED is displayed. You can press & and - simultaneously to reset the calculator immediately. No menu or message is displayed.
Lets you store values to variables. Press Lto store a variable, and press z to select the variable to store. z displays the following menu of variables: x y z t a b c. Press < to store the value in the selected variable. If this variable already has a value, that value is replaced by the new one.
Completes the operation or executes the command.

INDICATOR

2nd HYP FIX

MEANING

2nd function. Hyperbolic function. Fixed-decimal setting. (See the Mode section in Chapter 1, TI-30XS MultiView basic operations, and Chapter 7, Decimals and decimal places.) Scientific or engineering notation. (See the Mode section in Chapter 1, TI-30XS MultiView basic operations.) Angle mode (degrees, radians, or gradians). (See the Mode section in Chapter 1, TI-30XS MultiView basic operations.) Constant feature is on. Displays above the lists in data editor. The TI-30XS MultiView calculator is performing an operation.
SCI, ENG DEG, RAD, GRAD K L1, L2, L3

'( %&

An entry is stored in memory before and/or after the active screen. Press # and $ to scroll. An entry or menu displays beyond 16 digits. Press ! or " to scroll.

When the TI-30XS MultiView calculator detects an error, it returns an error message with the type of error. To correct the error, note the error type and determine the cause of the error. If you cannot recognize the error, use the following list, which describes error messages in detail. Press - to clear the error message. The previous screen is displayed with the cursor at or near the error location. Correct the expression.

MESSAGE

ARGUMENT DIVIDE BY 0 DOMAIN
A function does not have the correct number of arguments. You attempted to divide by 0. In statistics, n = 1. You specified an argument to a function outside the valid range. For example: For x x = 0 or y < 0 and x is not an odd integer. For yx y and x = 0; y < 0 and x is not an integer. For x x < 0. For LOG or LN x 0. For TAN x = 90, M90, 270, M270, 450, etc. For SIN-1 or COS-1 |x| > 1. For nCr or nPr n or r are not integers | 0. For x! x is not an integer between 0 and 69.
EQUATION LENGTH ERROR FRQ DOMAIN OVERFLOW STAT
An entry exceeds the available space (80 digits for statistics entries or 47 for constant entries); for example, combining an entry with a constant that exceeds the limit. FRQ value (in 1-variable statistics) < 0 or >99. |q| | 1x10n, where q is an angle in a trig, hyperbolic, or R4Pr function. Attempting to calculate 1-var or 2-var stats with no defined data points, or attempting to calculate 2-var stats when the data lists are not of equal length. Attempting to create a formula when the lists are not of equal length. The formula does not contain a list name (L1, L2, or L3), or the formula for a list contains its own name; for example, a formula for L1 contains L1.

DIM MISMATCH FORMULA

Error messages (Continued)

SYNTAX

The command contains a syntax errorentering more than 23 pending operations, 8 pending values, or having misplaced functions, arguments, conversions, variables, parentheses, or commas. If using q, try using W. You entered an invalid function in the function table. Replace the battery. Note: This message displays briefly and then disappears. Pressing does not clear this message.
INVALID FUNCTION LOW BATTERY
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Refer to the leaflet enclosed with this product (hardware) or contact your local Texas Instruments retailer/distributor.

Battery information

Battery precautions
Do not leave batteries within the reach of children.
Do not mix new and used batteries. Do not mix brands (or types within brands) of batteries. Do not mix rechargeable and non-rechargeable batteries. Install batteries according to polarity (+ and -) diagrams. Do not place non-rechargeable batteries in a battery recharger. Properly dispose of used batteries immediately. Do not incinerate or dismantle batteries. Seek Medical Advice immediately if a cell or battery has been swallowed. (In the USA, contact the National Capital Poison Center at 1-800-222-1222.)
Battery disposal Remove or replace the battery
Do not mutilate, puncture, or dispose of batteries in fire. The batteries can burst or explode, releasing hazardous chemicals. Discard used batteries according to local regulations. Remove the protective cover and turn the TI-30XS MultiView face downwards. With a small screwdriver, remove the screws from the back of the case. From the bottom, carefully separate the front from the back. BE CAREFUL not to damage any of the internal parts. With a small screwdriver (if required), remove the battery. To replace the battery, check the polarity (+ and -) and slide in a new battery. Press firmly to snap the new battery into place. Important: When replacing the battery, avoid any contact with the other components of the TI-30XS MultiView calculator. If necessary, press & and - simultaneously to reinitialize the calculator (erases the memory and all the settings and displays a MEM DELETED message). Dispose of the dead batteries immediately and in accordance with local regulations.

Type of battery

The TI-30XS MultiView calculator uses one 3 volt CR2032 lithium battery. Per CA Regulation 22 CCR 67384.4, the following applies to the button cell battery in this unit: Perchlorate Material - Special handling may apply. See www.dtsc.ca.gov/hazardouswaste/perchlorate